Answers to written exercises

Chapter i

1 i) BBC (BBC Pronunciation); ii) RP (Received Pronunciation); iii) GB (General

British)
2 Accent is concerned only with pronunciation differences, while dialect refers to
all language variation including grammatical and lexical factors.
3 stress
4 a) three ( I a v ) b) three ( h a : f ) c) four(nst)
d) five (Jrirjk) e) tw o(oit)

C hapter 2

1 a) Soft palate or velum

b) Alveolar ridge
c) Front of tongue
d) Hard palate
e) Lower lip
2 a) Close back rounded
b) Close-mid front unrounded
c) Open front unrounded
d) Close front unrounded

a) e e) o
b) A f) n
c) o g) ae
d) i h) e

200
 Answers to w ritten exercises 201

2 a) n: d) 3: g) 3:
b) 0: e) u: h) i:
c) a: f) i: i) 3:
3 a) ao d) ei g) es
b) ai e) is h) ai
c) au f) 31 i) ei

C hapter 4

1 You will obviously not have written descriptions identical to the ones given
below. The important thing is to check that the sequence of articulatory events is
more or less the same.
a) goat
Starting from the position for normal breathing, the back of the tongue is raised
to form a closure against the velum (soft palate). The lungs are compressed to
produce higher air pressure in the vocal tract and the vocal folds are brought
together in the voicing position. The vocal folds begin to vibrate, and the back
of the tongue islowered to allow thecompressed air to escape. The tongue is
moved to amid-central vowel andthen moves in the direction of a closer, backer
vowel: the lips are moderately rounded for the second part. The tongue blade
is raised to make a closure against the alveolar ridge, the vocal folds are sepa­
rated and voicing ceases. Then the compressed air is released quietly and the lips
return to an unrounded shape.
b) ape
The tongue is moved slightly upward and forward, and the vocal folds are
brought together to begin voicing. The tongue glides to a slightly closer and
more central vowel position. Then the lips are pressed together, making a
closure, and at the same time the vocal folds are separated so that voicing ceases.
The lips are then opened and the compressed air is released quietly, while the
tongue is lowered to the position for normal breathing.
2 a) beik d) bo:t g) bo:d
b) g s o t e) tik h) gu:d
c) daot f) bau i) pi:
202 Answers to w ritten exercises

C hapter 5

a) speed spi:d [spi:d]

b) partake p a:teik [pha ' t heik]
c) book buk [bok]
d) goat gsut [gput]
e) car ka: [ k ha : ]
f) bad beed [b£ed]
g) appeared apiad [aphi3d]
h) toast tau st [th3USt]
i) stalk stD ik [stD’k]

C hapter 6

a) fijiz e) 3t f i : v
b) J e i v a f) Adsz
c) siksG g) m e 3 3
d) di:z h) a h e d
Starting from the position for normal breathing, the lower lip is brought into
contact with the upper teeth. The lungs are compressed, causing air to flow
through the constriction, producing fricative noise. The tongue moves to the
position for i. The vocal folds are brought together, causing voicing to begin,
and at the same time the lower lip is lowered. Then the tongue blade is raised to
make a fairly wide constriction in the post-alveolar region and the vocal folds
are separated to stop voicing; the flow of air causes fricative noise. Next, the
vocal folds are brought together to begin voicing again and at the same time the
tongue is lowered from the constriction position into the i vowel posture. The
tongue blade is then raised against the alveolar ridge, forming a constriction
which results in fricative noise. This is initially accompanied by voicing, which
then dies away. Finally, the tongue is lowered from the alveolar constriction, the
vocal folds are separated and normal breathing is resumed.

C hapter 7

Plosives: p t k b d g
Fricatives: f 0 s j h v d z 3
Affricates: t j d3
Nasals: mng
Lateral: 1
Approximants: r w j
(This course has also mentioned the possibility of g and m.)
a) SQufo c) s t i a r i g
b) V3is d) bredkrAm
 Answers to w ritten exercises 203

e) s k w e a g) b a it
f) asrjga h) n a i n t i m
3 a) The soft palate is raised for the b plosive and remains raised for ae. It is
lowered for n, then raised again for the final a.
b) The soft palate remains lowered during the articulation of m, and is then
raised for the rest of the syllable.
c) The soft palate is raised for the ae vowel, then lowered for rj. It is then raised
for the g plosive and remains raised for the 1.

Chapter 8

a) PRE- POST- POST­

INITIAL INITIAL INITIAL PEAK FINAL FINAL
s k w i: 1 d

ONSET PEAK CODA

(It would be possible to treat 1as pre-final and d as final, but the above analysis
is slightly preferable in that d here is a suffix and we know that 1 occurs finally in
‘squeal’ s k w i : l . )
b) POST- POST­
FINAL FINAL 1 FINAL 2
ei t 0 s

PEAK CODA

c) PRE­ POST­
INITIAL INITIAL INITIAL FINAL
s P 1 £6 f

ONSET PEAK CODA

d) POST­ POST­ POST­

INITIAL FINAL FINAL I FINAL 2 FINAL 3
t k s t
I_____ I J L
ONSET PEAK CODA

Chapter 9

1 a p a t i k j a l a p r D b la m a v d a b a u t w a z a li:k
2 aupm r) d a b o t l p r iz e n t id n a u d if ik lt i
204 Answers to w ritten exercises

3 dar iz nau a:lt 3 inativ ta da gAvnmants prapauzl

4 wi a:t ta meik a kalekfn ta kAva 6 i ikspensiz
(also possible: klekjn)
5 fainji dei araivd at a ha:bar at di ed3 av da mauntinz
(also possible: ha:br)

C hapter io

1 a) pro'tect pro'tekt
b) 'clamber 'klaembo
c) fes'toon fes'tuin
d) de'test di'test
e) 'bellow 'belou
f) 'menace 'mems
g) disconnect ,disko'nekt
h) 'enter 'entorir) ('entrir))
2 a) 'language 'laer)gwid3
b) 'captain 'kaeptin
c) ca'reer ko'rio
d) 'paper 'peipo
e) e'vent 1'vent
f) 'jonquil 'd3 Dgkwil
g) 'injury 'ind 3 ori Cind3ri)
h) co'nnection ko'nek Jon (ka'nekfn)

C hapter i i

1 and 2
a) 'shop,keeper 'Jop.kiipa
b) ,open'ended .aupan'endid
c) Java'nese ,d3a:va'ni:z
d) 'birthmark 'b3:0ma:k
e) ,anti'clockwise .aenti'klokwaiz
g) .confirmation .kDnfa'meiJn
h) .eight'sided .eit'saidid
h) 'fruitcake 'fru:t,keik
i) de'fective di'fektiv
j) 'roof .timber 'ru:f,timba

C hapter 12

1 ai wont a ta pa:k daet ka:r auva dea

2 av ail 6 a prapauzlz da WAn dat ju: meid iz da siliast
 Answers to w ritten exercises 205

3 d3ein an bil kad av drivn dam tu: an from da paiti

(kud is also possible)
4 ta kAm ta da point wot JI wi du: fa da rest av da wi:k
5 haz eniwAn got an aidia wear it keim from
6 padestrianz mast oilweiz ju:z da krosigz pravaidid
7 i:tj WAn waz a p 3 ifikt igzaimpl ov di a:t dat ad biin divelapt dea

C hapter 13

1 In this data there is no evidence of g contrasting with n, since r)never occurs

except before k and g. So all phonetic g consonants are phonemic n.
a) 6 ing
b) Gink
c) Oinking
d) finga
e) singa
f) singing
a) saund
b) aerjga
c) kaint
d) kaempa
e) bond
3 The phoneme t is realised as [t ] when it occurs between vowels if the preceding
vowel is stressed and the following vowel is unstressed.

P d s m z
Continuant - - + + +
Alveolar - + + - +
Voiced - + - + +
5 a) All the vowels are close or close-mid (or between these heights).
b) All require the tongue blade to be raised for their articulation, and all are in
the alveolar or post-alveolar region.
c) None of these requires the raising of the tongue blade - all are front or back
articulations.
d) All are voiceless.
e) All are rounded or end with lip-rounding.
f) All are approximants (they create very little obstruction to the airflow).

Chapter 14

1 a) A I bird in the I hand is worth I two in the I bush j

b) ! Over a j quarter of a I century has e I lapsed since his j death j
206 Answers to w ritten exercises

c) Com j puters con j sume a con I siderable a i mount of j money and I time
d) j Most of them have a j rrived on the j bus
e) I Newspaper editors are in variably i under worked

2 a) b)

Royce

c)

d)

w s w

s w s w w s
Rolls Royce rail y e vent

(the stress levels o f‘Rolls’ and ‘Royce’ are exchanged to avoid “stress clash”
between ‘Royce’ and ‘ra-’.)
3 a) w a q k o :z 9v se sm sr is s p s u s tQ bi aetad3iz
b) w o t di 3i b m p D p j 3leiJn k o d 3u :z iz b e t s t r e m z
c) Ji aeks p o t i k p l i w e l in n s f 3 is siin
(Each of the above represents just one possible pronunciation: many others are
possible.)

C hapter 15

1 This train is for / Leeds/ York and \ Hull

2 Can you give me a / lift
vPossibly W here\to
3 \N o Certainly \n o t Go a \ wav
4 Did you know hed been convicted of drunken /driving aNo
5 If I give him / money he goes and \ spends it
If I lend him the / bike he \loses it
Hes completely unrexhable
 Answers to w ritten exercises 207

Chapter 16

1 (T h is is a n exercise w h e re th e re is m o r e th a n o n e c o r r e c t an sw er.)
a) b u y it fo r m e
b ) h e a r it
c) ta lk to h im
2 a) 'm in d th e ste p
b ) 'th is is th e 'te n to 'sev e n tr a i n
c) 'k e e p th e 'fo o d h o t
3 a) 'O n ly w hen th e vw in d -blow s

b) /W h e n d id you -say

c) 'W h a t w as th e \ nam e of th e -place

Chapter 17

1 a) 'W h ic h w as th e / cheap one d id you -say

b) I 'o n ly 'w a n t to v ta ste it

c) ,She w o u ld h av e ,th o u g h t it w as a o b v io u s

d ) T h e re 'w a s n t 'ev e n a 'p ie c e of \ b read in th e -h o u se

208 Answers to w ritte n exercises

e) \ N o w w ill you b e-liev e me

~ \

2 a) ,o p p o r t / u n it v

b ) v ac tu a lly

c) \ c o n fid e n t ly

V___
d) m a g Am fi c e n t

e) re / l a tio n sh ip

f) ,a f te r v n o o n

\y
Chapter 18

(T h e fo llo w in g are p o ssib le in t o n a ti o n p a tte r n s , b u t o th e rs c o u ld b e c o rre c t.)

1 Its 'r a th e r v c o ld
2 B e 1ca u se I 'c a n t a x ffo rd it
3 Y oure \ silly th e n
4 O h v p lease
5 ,S even o x clo ck | ,sev en / th i r ty I a n d \ e ig h t
6 a Fout

7 Ive ,g o t to ,d o th e / s h o p p in g
8 v S o m e o f th e m - m ig h t
 Answers to w ritten exercises 209

C hapter 19

1 a) right I can I do the shopping for you

b) right | can I do the shopping for you
c) first the professor explained her theory
d) no I first the professor explained her theory
e) first she explained her theory
f) no | ten past three
g) no I ten past three
h) no | ten past three
2 a) he wrote the letter sadly
b) he wrote the letter | sadly
c) four plus six | divided by two I equals five
d) four | plus six divided by two I equals seven
e) we broke one thing | after another fell down
f) we broke one thing after another I that night

C hapter 20

This accent has a distribution for r) similar to BBC pronunciation (i.e. a case can
be made for a 13 phoneme), except that in the case of the participial ‘-mg’ ending
n is found instead of g.
This accent has two additional long vowels (e:, o:) and, correspondingly, two
fewer diphthongs (ei, 30). This situation is found in many Northern accents.
The fricatives 9, 6, h are missing from the phoneme inventory, and f, v are used
in place of 0, d. This accent has w where BBC pronunciation has “dark 1”. This is
typical of a Cockney accent.
This data is based on the traditional working-class accent of Bristol, where words
of more than one syllable do not usually end in a The accent is rhotic, so where
there is an ¥ in the spelling (as in ‘mother5) an r is pronounced: where the spell­
ing does not have V, an 1sound is added, resulting in the loss of distinctiveness
in some words (cf. ‘idea5,‘ideal5; ‘area5,‘aerial5).
Here we appear to have three vowels where BBC pronunciation has two: the
word ‘cat5has the equivalent of as, ‘calm5has a vowel similar to a : while in the set
of words that have se in many Northern accents (‘plaster5,‘grass5, etc.) an addi­
tional long vowel a: is used. This is found in Shropshire.
Answers to recorded exercises

A udio U n it i

Exercise 2

1 radical • • •
2 emigration • • • •
3 enormous • • •
4 disability • • • • •
5 alive • •

Audio U n it 2

Exercise 2

1 ae in been ‘ban’ 6 uin p u t ‘put’

2 a in hAb ‘hub’ 7 ain k A m ‘come’
3 1 in fil ‘fill’ 8 1 in m i d ‘mid’
4 d in m o s ‘moss’ 9 n in b o m ‘bomb’
5 e in led ‘led’ 10 e in s e l ‘sell’

A udio U n it 3

Exercise 3

1 i: in si:t ‘seat’ 6 u: in f u ; d ‘food’

2 a: in da:k ‘dark’ 7 3 : in k 3 i t ‘curt’
3 3: in b3:d ‘bird’ 8 a : in p a :k ‘park’
4 31 in fo:t ‘fought’ 9 i: in n i i d ‘need’
5 a : in p a it ‘part’ 10 0 : in h o i s ‘horse’

Exercise 5

1 31 in h3id ‘heard’ 4 a in k A m ‘come’

2 d in sdo ‘song’ 5 a: in m a i t f ‘march’
3 0: in so: ‘saw’ 6 u in f u l ‘full’

210
 Answers to recorded exercises 211

7 a: in pa:t ‘part’ 9 a in Ia v ‘love’

8 d in dpi ‘doll’ 10 3 : in b 3 : n ‘burn’

Exercise ^

1 ia in fiss ‘fierce’ 7 a i in k a i t ‘kite’

2 ea in kesd ‘cared’ 8 ia in b r a d ‘beard’
3 us in mooz ‘moors’ 9 u a in t u a z ‘tours’
4 ei in reid ‘raid’ 10 a u in b a u n ‘bone’
5 ai in taim ‘time’ 11 a i in b a i l ‘boil’
6 au in kaut ‘coat’ 12 a u in t a u n ‘town’

A udio U n it 4

Exercise 3 b )

1 p in ha:p ‘harp’ 6 k in e i k ‘ache’

2 g in raug ‘rogue’ 7 d in a u d ‘ode’
3 t in eit ‘eight’ 8 p in r i p ‘rip’
4 d in raid ‘ride’ 9 g in s a e g ‘sag’
5 b in nmb ‘mob’ 10 t in f i : t ‘feet’

Exercise 5

1 ‘debate’ 6 ‘guarded’
2 ‘copied’ 7 ‘dedicated’
3 ‘buttercup’ 8 ‘paddock’
4 ‘cuckoo’ 9 ‘boutique’
5 ‘decayed’ 10 ‘appetite’

A udio U n it 5

Exercise 3

1 geit ‘gate’ 11 y a ; p gap’

2 kaut ‘coat’ 12 b i a d ‘beard’
3 bit ‘bit’ 13 k a : ‘car’
4 taiad ‘tired’ 14 p e i d ‘paid’
5 bi:t ‘beat’ 15 gAt‘gut’
6 pauk ‘poke’ 16 d a u t ‘doubt’
7 ka:t ‘cart’ 17 t a u d ‘toad’
8 ka:t ‘caught’ 1 8 d u : ‘do’
9 paoa ‘power’ 19 p e a ‘pair’
10 ka:d ‘cord’ 20 d e k ‘deck’
212 Answers to recorded exercises

Exercise 4
1 ‘keep’ 11 ‘duck’
2 ‘boat’ 12 ‘cope’
3 ‘cup’ 13 ‘dog’
4 ‘dirt’ 14 ‘coward’
5 ‘bike’ 15 ‘bake’
6 ‘cab’ 16 ‘tied’
7 ‘gate’ 17 ‘beard’
8 ‘cared’ 18 ‘put’
9 ‘tired’ 19 ‘bug’
10 ‘bird’ 20 ‘doubt’

A udio U n it 6

Exercise 2
a) initial position b) medial position c) final position
1 J- in Jao ‘show’ 6 v in novo ‘over’ 11 6 in lood ‘loathe’
2 0 in 0ai ‘thigh’ 7 3 in me30 ‘measure’ 12 v in i:v ‘Eve’
3 z in zu: ‘zoo’ 8 s in aisir) ‘icing’ 13 J in aej ‘ash’
4 f in fa: ‘far’ 9 J in ei j'o ‘Asia’ 14 f in rAf ‘rough’
5 d in dou ‘though’ 10 h in ohed ‘ahead’ 15 0 in ooB ‘oath’

A udio U n it 7

Exercise 6
1 j 11:303! ‘usual’ 7 vaiolons ‘violence’
2 rimein ‘remain’ 8 emfosis ‘emphasis’
3 eksasaiz ‘exercise’ 9 d3entli ‘gently’
4 we on t] ‘wearing’ 10 0ir)kir) ‘thinking’
5 3:d3ont ‘urgent’ 11 taipraito‘typewriter’
6 minimom ‘minimum’ 12 j iali ‘yearly’

A udio U n it 8

Exercise 6 (spellings)
1 ‘scraped’ 5 ‘crunched’
2 ‘grudged’ 6 ‘thrones’
3 ‘clothes’ 7 ‘plunged’
4 ‘scripts’ 8 ‘quench’
 Answers to recorded exercises 213

A udio U n it 9

Exercise 5
1 'gaidna ‘gardener’ 6 'sAdn ‘sudden’
2 'k d a m ‘column’ 7 'kaelas ‘callous’
3 'haendlz ‘handles’ 8 'Sretnirj ‘threatening’
4 a'laiv ‘alive’ 9 pa'lait ‘polite’
5 pri'tend ‘pretend’ 10 'pAzl ‘puzzle’

A udio U n it 10

Exercise 1

1 'enami 6 sab'traekt
2 ka'lekt 7 'elifant
3 'kaepitl 8 ab'z 3 :va
4 kai'neijn 9 'profit
5 'paeradais 10 .enta'tein

Exercise 2 (sp ellin g s)

1 Shrewsbury 6 Birmingham
2 Polperro 7 Northampton
3 Aberdeen 8 Dundee
4 Wolverhampton 9 Canterbury
5 Aberystwyth 10 Basingstoke

A udio U n it 12

Exercise 3

1 'liiv da 'rest 3 V da 'fu id fa 'lAIlJ'

2 'd in t da sam 'le tS Z far a tu 'aupan
3 1w es da di 'egz 'kAm from
4 'riid iz 'buk on ‘ra it som 'nouts
5 at 'liist wi kan 'tra i an 'help

A udio U n it 13

Exercise 1 (s p e llin g s )

1 Colchester 4 Scunthorpe
2 Carlisle 5 Glamorgan
3 Hereford 6 Holyhead
214 Answers to recorded exercises

7 Framlingham 9 Cheltenham
8 Southend 10 Inverness
Exercise 2

1 'lestaj's (Leicestershire) 6 kaul'rein (Coleraine)

2 dAn'f3 :mlin (Dunfermline) 7 'hAdasfiild (Huddersfield)
3 'sti:vnid 3 (Stevenage) 8 heilz'auin (Halesowen)
4 pen'zaens (Penzance) 9 'wilmztau (Wilmslow)
5 'gilfad (Guildford) 10 'bainstspl (Barnstaple)

Exercise 3

1 'James de'cided to 'type the 'letter him'self

2 The 'plane was a'pproaching the 'runway at 'high 'speed
3 'Try to 'see the 'other 'persons 'point of 'view
4 You 'put your 'brakes on when the 'light 'turns to 'red
5 In a 'short 'time the 'house was 'full of 'children

A udio U n it 14

Exercise 1

1 Each j 'person in the i 'group was I 'trained in sur vival

2 'bout 'three i 'hundred I 'soldiers were I 'lined up
3 'Buying a 'new com I 'puter is a I 'major ex j 'pense
4 'All the I people who I 'came to the I 'wedding were from i 'England
5 'Try to be as I 'tactful as you I 'can when you I 'talk to him

Exercise 2
Note: When recordings of conversational speech are used, it is no longer possible to give
definite decisions about “right” and “wrong” answers. Some problems, points of interest
and alternative possibilities are mentioned.
1 (Careful speech would have had b j u i t i f l or b j u i t i f u l . )
a b j u : t hf l g 3 i l
2 (Careful speech would have d e f i n i t ,
w i s i:m t a haev a d e f n a t w A n d e s
d e f i n o t or d e f n o t ; notice that this speaker uses a glottal stop at the end
o f ‘definite’ so that the transcription - phonetic rather than phonemic -
d e f n a ? would be acceptable. There is a good example of assimilation in
the pronunciation of ‘one there’; as often happens when n and d are com­
bined, the n becomes dental n . In addition, the 6 loses its friction - which
is always weak —and becomes a dental nasal, so that this could be tran­
scribed phonetically as w A n n e a . )
3 k u d it bi 9 stuil r a i d d n a teibl (Careful speech would have r a i d s d a n a ; the 6
is long, so the symbol is written twice to indicate this.)
 Answers to recorded exercises 215

4 a f 10 in (Careful speech would have fif 0 ; the transcription cannot, of course,

show very fine details of articulation, but it is likely that though the sound one
hears is most like 0, there is some slight constriction between upper teeth and
lower lip as well.)
5 eni phkju:ljaerotiz obaut dset (The main elision is of the i vowel in the first
syllable o f‘peculiarities’: a less noticeable case is that instead of having i before
the ce in this word the speaker has a non-syllabic j; note the glottal stop at the
end o f‘about’.)
6 £en hau mni straips on jo:z (Careful speech would have meni; it is perhaps
surprising that the speaker has ae rather than a in ‘and’; jo:z is a frequendy
found alternative pronunciation to jooz.)
7 wel it op 10/ to bAtn Ap is got 0 ri: (The elision is in ‘its’; careful speech would
have its or i?s, since this speaker uses glottal stops quite frequendy - notice
one between ‘it’ and ‘appears’, and another at the end o f‘got’ - gD?.)
8 o: do wntjokoil it do sil (‘What do you call it’ or ‘what d’ you call it’ is used
frequendy when speakers cannot remember a word, and is always pronounced
rapidly.)
9 bai kolom inth kolomz oirait (Careful speech would have into and oil rait.)
10 daiomon Jeip past/ (Careful speech would have daiomond Jeipt paetj.)
11 aend ai Jd 0 irjk from ikspirions f kitjin naivz (Careful speech would have
Jud or Jod and ov.)
12 wot J wi du: neks gou daun (Carefiil speech would have Jol and nekst.)
13 di: tDp f da bDtl iz prd3ektir) autwodz inth do ru:m (Careful speech would
have ov, prod3ektig and into; the r in ‘projecting’ is devoiced as well as being
syllabic; notice the glottal stops, one before the k in ‘projecting’ and another
before the t in ‘outwards’: the strong form o f‘the’ at the beginning is probably a
sort of slight hesitation.)

A udio U n it 15

E xercise 3

1 vone 6 /six
2 \tw o 7 \now
3 /three 8 vyou
4 Afour 9 Amore
5 \five 10 /u s

A udio U n it 16

Exercise 1

1 We could go by bus 3 The car was where Id left it

2 Of course its broken 4 How much is the biggest one
216 Answers to recorded exercises

5 I knew it would go wrong 8 That was a loud noise

6 It was too cold 9 We could go from Manchester
7 Here it is 10 Have you finished
Exercise 4

1 'What 'time will they / come

2 A ‘day re'turn to \ London
3 The 'North \Pole would be warmer
4 'Have you de'cided to / buy it
5 I re'corded them on caxssette

A udio U n it 17

Exercise 4

1 'Now 'heres the vweather ‘forecast

2 You .didnt say .anything about / rates
3 A ,few .years ago they were \to p
4 'No one could 'say the 'cinema was vdead
5 Is there /anything you -wouldnt -eat
6 'Have you 'ever con'sidered/writing
7 .That was .what he vclaimed to be
8 We 'try to 'do our 'shopping in the \ market
9 But I \ never -go there -now
10 I t ,wouldnt be .difficult to find / out

A udio U nit 18

Note: Since these extracts were not spoken deliberately for illustrating intonation, it is
not possible to claim that the transcription given here is the only correct version. There
are several places where other transcriptions would be acceptable, and suggestions about
alternative possibilities are given with some items, in addition to a few other comments.
1 it 'looks like a 'French magaxzine (slight hesitation between ‘looks’ and ‘like’)
2 the 'television 'is plugged vin
3 'does your 'colander have a \ handle (‘does’ possibly not stressed)
4 a /flap on it
5 'you tell me about / vours (narrow pitch movement on ‘yours’; ‘tell’ may also be
stressed)
6 'well x dark hair
7 .more than .half / wav
8 but er 'not in the \o th er -corners
9 a .sort o f ,Daily \ Sketch -format -newspaper (‘sort’ possibly not stressed)
 Answers to recorded exercises 217

10 'on the \to g | 'on the \lid (both pronunciations o f‘on’ might be unstressed)
11 well theyre 'on al vternate -steps | theyre 'not on vevery -step
12 'what about the w en t | at the \ back
13 and a 'ladys \handbag | .hanging on a ,nail on th e\ wall
14 'you do the \left hand -bit of the -picture | and ,111 do the \ right hand -bit
15 were being 'very par vticular | but we 'just haven’t 'hit upon 'one of the \differ-
ences -yet (stress on ‘just’ is weak or absent)
16 and 'what about your telex vision | 'two / knobs | in the / front

A udio U n it 19

Exercise 1

1 I suppose the best thing’s to try later.

2 If he’s coming today there ought to be a letter around.
3 The world’s greatest lawn tennis festival begins on Monday.
4 We’ve fixed for the repair man to come and mend it under guarantee.
5 The number’s been engaged for over an hour.
Exercise 2

1 ai spauz 6 bes 0igz th trai leita

2 if iz kAmir) thdei dr a:t t h bi a letr raund
3 da W3:lz greits lorn tenis festhvl biginz Dm mAndei
4 wif fiks fa 6a ripea maen th kAm am mend it Anda gaerntii
5 6 nAmbaz bin ir)geid3 fr auvr an aua
Exercise 4

| dea 'bildirj \ win fa:mz | 'oil 'auva di /earia | ,wea wi \ h v | wi kan si: 'lorj \ lainz av
dam | a,lDg da ,tDps av da \ hilz | an 'daun bai da vkanst J dar a 'win 't3:bainz 'aut
at / s i l | 'aend a'lDg d a x foi | dei 'aunli 'bild dam 'wea daz 'plenti av vwind | Aobviasli
| wi ,s3:tnli ,get a ,lot av \ daet mar -as | ju vkod -sei | da .laenskeips ,bi:r) kam,pli:tli
traensxfaimd | bap 'maus 'pi:pl 'daunt si:m ta \ maind |

A udio U n it 20

Note: Transcription of natural speech involves making decisions that have the effect of
simplifying complex phonetic events. The broad transcription given below is not claimed
to be completely accurate, nor to be the only “correct” version.
iwaz 'raida \ frai?mn
bikaz da dara\ skaiz
a di:z \baiskjz
ju 'riili \haev tu
218 Answers to recorded exercises

,haev jo wits o x bautfu

'oil d o \ t a im
bikoz do jo nou do dei vstpp -sAdnli
its oikwod
bkoz do x traefik regjo-leijnz
a: ,mo: .onod in do vbriitf
don di ob/z3ivons
aim 'nDt in\nD t riili -Jo: wot
.regjoleijnz d o r \ a i
fr \m sto n s
dii ovtraefik -laits
'red x red -laits
du ,nr>t oxplai
f 01 ,t 3:mr) \ rait
witj x miinz dot
'if jo 'kAmir) ' ap tu o x traefik -lait
'sAmwAn x stnpt
hu .wonts to ,gou streit \ p n
o: , t 3 i n \ left
on 'ju: wont to t3in vrait
den ju 'pul / a u t
.ouvovteik dom
on den ‘kAt o \ kms
i n \frAnt
 Recommendations for general reading

References to reading on specific topics are given at the end of each chapter. The following
is a list of basic books and papers recommended for more general study: if you wish to go
more fully into any of the areas given below you would do well to start by reading these.
I would consider it very desirable that any library provided for students using this book
should possess most or all of the books listed. I give full bibliographic references to the
books recommended in this section.

English phonetics and phonology

The best and most comprehensive book in this field is A. C. Gimson’s book originally
tided Introduction to the Pronunciation of English, now in its Seventh Edition edited by A.
Cruttenden with the title The Pronunciation of English (London, Edward Arnold, 2008);
the level is considerably more advanced and the content much more detailed than the
present course. All writers on the pronunciation of British English owe a debt to Daniel
Jones, whose book An Outline of English Phonetics first appeared in 1918 and was last
reprinted in its Ninth Edition (Cambridge University Press, 1975), but the book, though
still of interest, must be considered out of date.
Two other books that approach the subject in rather different ways are G. O. Knowles,
Patterns of Spoken English (London: Longman, 1987) and C. W. Kreidler, The Pronunciation
of English, Second Edition (Oxford: Blackwell, 2004). A. McMahon, An Introduction
to English Phonology (Edinburgh: Edinburgh University Press, 2002) covers the theory of
phonology in more depth than this book: it is short and clearly written. H. Giegerich,
English Phonology: An Introduction (Cambridge: Cambridge University Press, 1992)
is more advanced, and contains valuable information and ideas. I would also recommend
Practical Phonetics and Phonology by B. Collins and I. Mees (Second Edition, London:
Routiedge, 2008).

G eneral phonetics

I have written a basic introductory book on general phonetics, called Phonetics in the
series ‘Oxford Introductions to Language Studies’ (Oxford: Oxford University Press, 2002).
There are many good introductory books at a more advanced level: I would recommend
P. Ladefoged, A Course in Phonetics (Fifth Edition, Boston: Thomson, 2006), but see also
220 Recommendations for general reading

the same author’s Vowels and Consonants (Second Edition, Oxford: Blackwell, 2004) or M.
Ashby and J. Maidment, Introducing Phonetic Science (Cambridge: Cambridge University
Press, 2005). Also recommended is Phonetics: The Science of Speech by M. Ball and J.
Rahilly (London: Edward Arnold, 1999). D. Abercrombie, Elements of General Phonetics
(Edinburgh: Edinburgh University Press, 1967) is a well-written classic, but less suitable
as basic introductory reading. J. C. Catford, A Practical Introduction to Phonetics (Oxford:
Oxford University Press, 1988) is good for explaining the nature of practical phonetics;
a simpler and more practical book is P. Ashby, Speech Sounds (Second Edition, London:
Routledge, 2005). J. Laver, Principles of Phonetics (Cambridge: Cambridge University Press,
1994) is a very comprehensive and advanced textbook.

Phonology

Several books explain the basic elements of phonological theory. F. Katamba, An Introduction
to Phonology (London: Longman, 1989) is a good introduction. Covering both this area
and the previous one in a readable and comprehensive way is J. Clark, C. Yallop and
J. Fletcher, An Introduction to Phonetics and Phonology (Third Edition, Oxford: Blackwell,
2007). A lively and interesting course in phonology is I. Roca and W. Johnson, A Course
in Phonology (Oxford: Blackwell, 1999). A recent addition to the literature is D. Odden’s
Introducing Phonology (Cambridge: Cambridge University Press, 2005). The classic work
on the generative phonology of English is N. Chomsky and M. Halle, The Sound Pattern of
English (New York: Harper and Row, 1968); most people find this very difficult.

Accents o f English

The major work in this area is J. C. Wells, Accents of English, 3 vols. (Cambridge: Cambridge
University Press, 1982), which is a large and very valuable work dealing with accents of
English throughout the world. A shorter and much easier introduction is A. Hughes, P.
Trudgill and D. Watt, English Accents and Dialects (Third Edition, London: Edward Arnold,
2005). See also P. Foulkes and G. Docherty, Urban Voices (London: Edward Arnold, 1999)
and P. Trudgill, The Dialects of England (Second Edition, Oxford: Blackwell, 1999).

Teaching th e pronunciation o f English

I do not include here books which are mainly classroom materials. Good introductions
to the principles of English pronunciation teaching are M. Celce-Murcia, D. Brinton and
J. Goodwin, Teaching Pronunciation (Cambridge: Cambridge University Press, 1996), C.
Dalton and B. Seidlhofer, Pronunciation (Oxford: Oxford University Press, 1994) and J.
Kenworthy, Teaching English Pronunciation (London: Longman, 1987). M. Hewings,
Pronunciation Practice Activities (Cambridge: Cambridge University Press, 2004) contains
much practical advice. A. Cruttenden’s revision of A. C. Gimson’s The Pronunciation of
 Recommendations fo r general reading 221

English (Seventh Edition, London: Edward Arnold, 2008) has a useful discussion of
requirements for English pronunciation teaching in Chapter 13.

Pronunciation dictionaries

Most modern English dictionaries now print recommended pronunciations for each word
listed, so for most purposes a dictionary which gives only pronunciations and not mean­
ings is of limited value unless it gives a lot more information than an ordinary diction­
ary could. A few such dictionaries are currently available for British English. One is the
Seventeenth Edition of the Cambridge English Pronouncing Dictionary, originally by Daniel
Jones, edited by P. Roach, J. Hartman and J. Setter (Cambridge: Cambridge University
Press, 2006). Jones’ work was the main reference work on English pronunciation for most
of the twentieth century; I was the principal editor for this new edition, and have tried to
keep it compatible with this book. There is a CD-ROM disk to accompany the dictionary
which allows you to hear the English and American pronunciations of any word. Another
dictionary is J. C. Wells, Longman Pronunciation Dictionary (Third Edition, London:
Longman, 2008). See also C. Upton, W. Kretzschmar and R. Konopka (eds.), Oxford
Dictionary of Pronunciation (Oxford: Oxford University Press, 2001). A useful addition to
the list is L. Olausson and C. Sangster, The Oxford BBC Guide to Pronunciation (Oxford:
Oxford University Press, 2006), which makes use of the BBC Pronunciation Research
Unit’s database to suggest pronunciations of difficult names, words and phrases.

In to n atio n and stress

Good introductions to intonation are A. Cruttenden, Intonation (Second Edition,

Cambridge: Cambridge University Press, 1997), J. C. Wells, English Intonation (Cambridge:
Cambridge University Press, 2006) and E. Couper-Kuhlen, An Introduction to English
Prosody (London: Edward Arnold, 1986). D. R. Ladd, Intonational Phonology (Cambridge:
Cambridge University Press, 1996) is much more difficult, but covers contemporary
theoretical issues in an interesting way. E. Fudge, English Word Stress (London: Allen and
Unwin, 1984) is a useful textbook on word stress.
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Index

accents 3 -4 ,1 6 1 -8 coalescent 111

American 4,19, 50, 70,1 55 -6 ,1 6 2 , progressive 111
163-4,167 regressive 111
Australian 161,163 attitude 146,147-52,156
Canadian 163 Australian 161,163
Irish 5
London 4, 68 BBC pronunciation 3 ,4 -5 ,1 9 ,4 6 -7
New Zealand 163 BBC Pronunciation Research Unit 5
northern English 4,161 bilabial sounds 1 0 ,2 6 ,2 7 ,4 6
Northern Irish 161 Blair, Tony 166
Norwich 162 body language 150,159
Scottish 5,19, 50 ,1 4 4 ,1 6 1 ,1 6 4 -5 ,1 6 7 body movement 149,150
southern English 4,162 brackets 34
Spanish 163,164 breathing 24-5
Welsh 66,161 breathy voice 42
Yorkshire 66 Britain 4
Adam’s Apple 22
affixes 82-5 cardinal vowels 12-13
affricates 39-40,43 cartilage 22-3
one-phoneme analysis 9 7 ,9 8 -9 centralisation 34
two-phoneme analysis 97-9 Chinese (Mandarin) 10,122
age variation 165-6,167-8 clear 148-9
airstream 24-5 coalescence 111
egressive pulmonic 24-5 coarticulation 113
subglottal pressure 25 coda 5 6 ,5 9 ,6 0 , 76-7
allophones 33 complementary distribution 33
allophonic transcription 34 compound words 82, 85-6
alphabet 31-2 connected speech 107-18
Cyrillic 37 consonant clusters 57-60,101
alveolar ridge 9 consonants 10-11,14, 52
alveolar sounds 9 ,2 6 ,4 1 ,4 6 affricates 3 9-40,43
ambisyllabic consonants 62 ambisyllabic 62
American English 4,19, 50, 70,1 5 5 -6 ,1 6 2 , approximants 48-51
163-4,167 continuant 39
analphabetic notation 37 fortis 2 8 -3 0 ,4 4 -5
approximants 48-51 fricatives 23, 3 9-43,45
articulators 8-10 glottal 4 ,2 3 ,2 4 ,2 6 ,4 2
articulatory phonetics 8 lenis 28—30
articulatory settings 117 nasals 46-8, 51, 5 3 -4 ,6 9 -7 0
arytenoid cartilages 23 palatal 9 ,4 3 ,4 5
aspiration 27-8 plosives 26-30,101
assimilation 110-13 post-alveolar 4 1 -2 ,4 9 -5 0
228 Index

consonants ( continued) GA (General American) 19,163-4

retroflex 49 GB (General British) 5
syllabic 6 0 ,6 4 ,6 8 -7 1 ,1 0 0 -1 generative phonology 80-1 ,1 0 4 ,1 5 9
continuant consonants 39 gesture 149,150
contoids 14 glide vowels 17-19
contractions 89,114-15 glottal fricatives 23,42
contrasts 120 glottal plosives/stops 4 ,2 4 ,2 6
conversational interaction 158-9 glottalisation 44-5
cover terms 29-30 glottis 23-4
cricoid cartilage 23 goals 6
grammar 1 ,1 4 2 ,1 4 6 ,1 4 7 ,1 5 4 -6
dark 1 48-9,164 Greek 82
declination 140
deletion 113 hard palate 9
dental sounds 9 ,4 0 -1 ,4 5 heads 131
devoicing 51 high 138-40
diacritics 34, 37 low 138-40
dialectology 162-3 hesitation 167
dialects 3 homorganic 39—40
diphthongs 17-18, 20,100
centring 17,18 IATEFL6
closing 17,18 information 146,157-8
discourse 146,147,156-60 initial consonants 26-7, 57
distinctive feature analysis 102-3,104 intelligibility 72, 79
distribution 11, 33 intensity 25
International Phonetic Alphabet (IPA) xii, 34, 37
elision 64 ,113-15,165 International Phonetic Association (IPA) xii, 12,34,37
emotion 149 intonation 3, 3 6 ,6 4 ,1 1 9 -2 8 ,1 2 9 -3 5 ,1 3 6 -4 5
emphasis 154 accentual function 146,147,153-4
England 4 attitudinal function 146,147-52,156
English as an International Language 6 autosegmental treatment 143,144
Estuary English 4, 5, 68,166 contrastive 153
extra pitch height 127 discourse function 146,147,156-60
emphatic 154
facial expression 149,150 form 120
final consonants 26, 28, 59-60 function 1 2 0 -1 ,1 2 3 -5 ,1 4 6 -6 0
flapped r 164 grammatical function 146,147,154-6
focus 153-1,157-8 listing 126,147
foot 108,130 suprasegmental variables 149-50,151-2
force o f articulation 29-30 tone 7 5 ,1 2 1 -6 ,1 2 7 -8 ,1 4 4
fortis 2 8 -3 0 ,4 4 -5 tone-units 126,129-35,136-43
frequency 25,120 transcription 121,129,132,134,140
fricatives 3 9 ,40-3 intonation languages 129
alveolar 41 intonational subordination 158,159
dental 4 0 -1 ,4 5 intrusive r 115
glottal 23,42 IPA see International Phonetic Alphabet; International
labiodental 40,41 Phonetic Association
palatal 43,45
post-alveolar 41-2 jaws 10
voiceless 2 3 ,4 2 -3 ,4 5 juncture 115-16,117
friction 13
function words 89 key 149,158
fundamental frequency 120 Kono 122
 Index 229

labiodental sounds 10,40,41 phonetic variation 161

larynx 8 ,1 0 ,2 2 -4 ,2 5 phonetics 1, 8, 35
lateral approximant 48-9 phonological variation 161-2
lateral release 68 phonology 1, 3 5 -6 ,1 0 2 ,1 1 9 ,1 6 1 -2 see also
Latin 82 generative phonology
length mark 16 phonotactics 57,62
lenis 28-30 pitch 7 4 ,1 1 9 -2 0 ,1 3 3 -4 ,1 3 6 -4 0
level tone 121-2,125 high 119,127
linguistics 1 low 119,127
linking r 115-16 movement 74,134
lip-position 13 perception 120
lip-rounding 13,17,43, 50 pitch level 126
lips 10 pitch range 122-3,150
loudness 74,150 narrow 149
lungs 24-5 wide 149
place o f articulation 29,40, 52
Mandarin Chinese 10,122 plosion 26
manner o f articulation 29 plosives 24, 26-30,101
maximum onsets principle 61 closing phase 26
metrical analysis 108 compression phase 26
minimal pairs 51, 53 post-release phase 26
minimum syllables 56 release phase 26
models 6 post-alveolar approximant 49-50
morphemes 47 post-alveolar fricatives 41-2
morphology 47, 82 post-final consonants 59
mouth 8 post-initial consonants 57, 58
muscles 8 pre-final consonants 59
pre-fortis clipping 28
nasal cavity 8,10 pre-head 131
nasal consonants 46 -8 ,5 1 , 5 3 -4 ,6 9 -7 0 pre-initial consonants 57, 58
Network English see GA (General American) prefixes 82, 85
neutralisation 67,100 prepositions, co-ordinated 90
non-rhotic accents 50 primary cardinal vowels 12
nose 10 primary stress 75
nuclear stress see tonic stress prominence 73-4,130,141
nucleus see tonic syllables pronunciation 1 ,2 -6 ,1 6 1 -8
age variation 165-6,167-8
onsets 56, 57, 60 geographical variation 162-5,167
oral cavity 8 phonetic variation 161
phonological variation 161-2
palatal consonants 9 ,4 3 ,4 5 social and class differences 166
paralinguistics 150,151-2 style 166-7
pause 142 Pronunciation Teaching Paradox 167-8
peak 60, 76-7, 80 prosodic phonology 119
pharynx 8-9 prosodic variables 150,151-2
phonation 25 prosody 119
phonation type 152 Public School Pronunciation 5
phonemes 2, 31-3, 97,130
phonemic symbols x-xi, 2, 5,1 9 -2 0 , 33-5 question-tags 156
phonemic system 32, 34,36 questions 155-6
phonemic transcription 33-5
phonetic symbols xii, 33, 34-5, 37 realisation 33,113
phonetic transcription 34-5 Received Pronunciation (RP) 3, 5 ,1 9 ,2 0
230 Index

retroflex consonants 49 paralinguistic 150,151-2

rhotic accents 50, 7 0,163-5 prosodic 150,151-2
rhyme 60, 76-7,137 sequential 149
rhythm 107-10,116-17,150,167 syllabic consonants 6 0 ,6 4 ,6 8 -7 1 ,
stress-timed 107,108-10 100-1
syllable-timed 107-8 syllabicity 101
root (tongue) 9 syllable-timed rhythm 107-8
root (word) 83 syllable-timing 110
syllables 36, 56-63,130
schwa 14,65-6, 7 1 -2 ,1 0 1 -2 ,1 0 4 ,1 6 4 coda 56,60, 80
Scottish English 5,19, 50,144 ,1 6 1 ,1 6 4 -5 , division 60-2
167 heavy 79-80
secondary cardinal vowels 12 length 74
secondary stress 75 light 79-80
segmental phonology 119,161 loudness 74
segments 31 minimum 56
semivowels 50 onsets 56, 57,60
sentence stress 153 peak 60, 76-7, 80
slant brackets 34 sonority theory 62
sociolinguistics 163 strong 64, 76
soft palate 9 structure 5 7 -6 0 ,6 2 -3
sonority 62 tonic 1 3 0 ,1 3 3 ,1 3 6 -8 ,1 4 1 -2 ,1 5 3
Spanish 110,163,164 unstressed 75
speed 149 weak 64-72, 77
spelling 3 symbols 37
Spoken English Corpus 134 phonemic x-xi, 2, 5 ,1 9 -2 0 , 33-5
square brackets 34 phonetic xii, 33, 34-5, 37
stem 82, 83
stress 3 ,3 6 ,6 4 , 73-81,153 tail 131-2,133-4
complex words 76, 82-8 teeth 9
levels 74-5 tertiary stress 75
perception 73-4 TESOL 6
placement 75-7 thyroid cartilage 22
primary 75 ToBi 144
production 73 tonal rhyme 137
secondary 75 tonality 144
sentence stress 153 tone 7 5 ,1 2 1 -6 ,1 2 7 -8 ,1 4 4
tertiary 75 falling 1 2 1 ,1 2 3,126,147,156,158
three-syllable words 78-9 fall-rise 1 2 2 ,1 2 4 -5 ,1 2 6 ,1 3 6 -7 ,1 4 7 ,1 5 8
tonic stress 130,153-4,157,159 fall-rise-fall 127
transcription 73,75 level 121,125
two-syllable words 77-8 moving 121
variable 86-7 rise-fall 122, 1 25,126,137-8,148
word-class pairs 87 rise-fall-rise 127
stress-shift 109 rising 1 2 1 ,1 2 3 -4 ,1 2 6 ,1 4 7 ,1 5 5 -6 ,1 5 8
stress-timed rhythm 107,108-10 tone languages 122,126-7,129
strictures 25 tone-units 126,129-35,136—43
style 166-7 anomalous 142-3
subglottal pressure 25 boundaries 132,142,155
suffixes 82, 83-5 heads 131,138-40
suprasegmental phonology 36,119 pitch possibilities 133-4,136-40
suprasegmental variables pre-head 131
 Index 231

structure 130-3 voiceless palatal fricatives 43,45

tail 131-2,133-4 voiceless w 4 2 -3 ,45
tonic syllables 1 3 0,1 3 3 ,13 6 -8,1 4 1 -2,1 5 3 voicing 25
transcription 121,129,132 vowels 10-15,16-21
tongue 9 back 12
tongue position 11-1 2,4 8 -50 ,6 8 cardinal 12-13
tonic stress 130, 153-4,157,159 close 11,66-8
tonic syllables 1 3 0 ,1 3 3,1 3 6 -8 ,1 4 1-2 ,1 5 3 diphthongs 17-18, 20,100
tonicity 144,159 front 12
trachea 22 glide 17-19
transcription lax 19,104
allophonic 34 long 16-17,100
broad phonetic 34 open 11
from dictation 33 pure 17
intonation 121,129,132,134,140 quadrilateral 12
narrow phonetic 34 quality 25, 74
phonemic 33-5 schwa 14, 65-6, 7 1 -2 ,1 0 1 -2 ,1 0 4 ,1 6 4
phonetic 34-5 short 13-14
stress 73, 75 tense 19,104
from written text 33-4 triphthongs 18-19, 20,100
triphthongs 18-19, 20,100
turn-taking 159 websites 2
<wh>4 2 -3 ,45
United Kingdom 4 awh-question words” 156
unstressed syllables 75 whispered speech 150
upspeak/uptalk 165-6,167 words
utterances 120,130 boundaries 111-12,115-16
complex 76, 82-8
velar consonants 9 ,2 6 ,2 7 ,4 6 compound 82, 85-6
velar nasal consonant 46,51, 53-4 contracted forms 89,114-15
velum 9 function words 89
vocal apparatus 8-10 polysyllabic 77-9, 82
vocal cords 22-4 simple 76
vocal effects 150,151,152 stress 73-81, 82-8,153
vocal folds 22-4 strong forms 8 9 -9 0 ,92 -5
vibration 23—4, 25,120 weak forms 89-96
vocal tract 8
vocoids 14 zero coda 59
voice quality 149,150,152 zero onset 57
voiced 1 164 zero realisation 113
voiceless glottal fricatives 23,42